Film Analysis A Clockwork Orange Essay Example

Film Analysis A Clockwork Orange Essay A Clockwork Orange (1971) directed by Stanley Kubrick, based on Anthony Burgess’ 1962 novel, is a cult classic and psychological chiller. The movie is based in future Britain, crime ridden and hoodlums running amuck, and centers around 17-year-old sociopath, Alex. He is a troubled child, often skipping school after late night runs with his cronies Pete, Georgie and Dim; the gang goes around assaulting homeless men, breaking into homes to rape woman, steal and vandalize.After Alex is jailed for assaulting, and later finding out, murdering a woman in her home, he is jailed and chosen as a behavior modifier test subject and conditioned to abhor â€Å"ultraviolence†. Thrown back into the world, completely changed and defenseless, Alex becomes victim to his past crimes. Alex’s life is ruled by the id. He lives for instant gratification of his wants and needs. Alex lacks both and ego and a super-ego. He does not have morals. Alex and his gang viciously beat a homeless man, and fought another rival gang, almost to death. Whilst beating a man, he was jubilantly singing and dancing to â€Å"Dancing in the Rain† and then proceeded to rape a woman. That very night, he went to the local â€Å"milk bar† (milk is laced with drugs) and showed no remorse for what he had done. His super-ego is non-existent so his ego has nothing to differentiate from and is completely controlled by the id. Throughout the whole movie, Alex never shows remorse. He says that he’s changed during the behavior modification tests, but it was only to stop the experiment. We will write a custom essay sample on Film Analysis A Clockwork Orange specifically for you for only $16.38 $13.9/page Order now We will write a custom essay sample on Film Analysis A Clockwork Orange specifically for you FOR ONLY $16.38 $13.9/page Hire Writer We will write a custom essay sample on Film Analysis A Clockwork Orange specifically for you FOR ONLY $16.38 $13.9/page Hire Writer Alex has Narcissistic Personality Disorder, he is self-obsessed, he is the narrator of the story, and feels no compassion for others outside of his own personal gain. He uses his charm and good looks to woo women and make other’s empathise for him.He is a master manipulator and abusive to his friends. He even at one point whips George with a cane and cuts Dim’s hand with a knife merely because they su

Why did Prohibition Fail Research Paper Example

Why did Prohibition Fail Research Paper Example Why did Prohibition Fail Paper Why did Prohibition Fail Paper The act of Prohibition was introduced within the American culture during the twentieth century, within the subject of alcoholic abuse and increasing establishments of saloon bars within rural and urban states. The act of Prohibition was introduced due to the strong temperance movements within the rural states present in the nineteenth century; which included Devout Christians and the Anti- Saloon League presenting their ideas and opinions on the effects of alcoholic abuse within the family environment. The members involved within the groups which created the stigma of alcohol, in the act of Prohibition, presented their case on a political view within their local state. The states were persuaded to prohibit the sale of alcohol, which lead into a wide spread National law on the purchase of alcohol. The Prohibition act came into effect on January 16th 1920, as Prohibition became a law under the Volstead act. Prohibition was set to improve the social, health and crime effects of alcohol within the country. The use of patriotic pride was used to decline the alcoholic abuse present within the country; as many German breweries were exporting alcohol which was being purchased by American citizens. The First World War boosted the amount of dries (non-alcohol consumers), due to the un-patriotic movement of drinking German products. The Bolshevism community within the Russian revolution thrived on the use of alcohol, which created lawlessness in society. Russia was one of many countries which introduced Prohibition, known as the Suhoy Zakon, but America wanted to prevent the act of communism within society, which created the final amendment stated. Politicians backed the Prohibition act due to the fears of communism, but with the added bonus of rural votes for the Politicians involved, as this was a strong view present in rural states. Prohibition was present from the 1920s up to the year of 1933, but why did Prohibition fail?. This question is a debatable topic within the subject of American History, as Prohibition did prove successful illustrating a decline of alcoholic drinkers, but in this essay I will discuss the problems which ended the law of Prohibition in the 1930s. Prohibition was seen as a successful law within rural states, but many urban states did not comply with the law; which was seen as a failure as a law should apply to all states or districts of a country. The state of Maryland did not introduce the law of Prohibition, which illustrated the first problem involved in the failure of the noble experiment. The poor presence of public support created a downfall for Prohibition which saw the birth of Prohibition agents, two successful agents Isadore Einstein and his deputy Moe Smith. These agents saw the closure of speakeasies within America, as they ordered drinks in the speakeasies, taking samples to arrest offenders. The agents made 4392 arrests within the illegal bars (speakeasies), but public determination on the consumption and purchase of alcohol saw the rise of illegal imports of alcohol, which proved too wide spread for the control of government agents. Enforcement of the Prohibition law proved impossible to keep under control, as illegal imports of alcohol from Canada-across the widespread border and the purchase of alcohol out of USA waters proved inevitable to prevent. The agents were concentrated within the city environments, to prevent the increasing consumption of alcohol in illegal speakeasies. Each agent was poorly funded in the law of Prohibition, which created the rise of illegal stills and bootleggers. Bootleggers produced moonshine, which consisted of a higher concentration of pure alcohol, which caused the deaths of many purchasers of the alcohol. The moonshine contained a high concentration of alcohol, due to the un-professional production of alcohol within stills. Bootleggers became rich people within society, with known fortunes from the Prohibition era, as in the case of Al Capone who earned a vast fortune of $60 million. The production of moonshine saw the increase in illegal stills, with many people making their own whiskey for sale in the speakeasies. Agents seized 280,000 distilleries, but this is only a proportion of stills in use within the period. The Prohibition act is thought to have created more interest in the act of alcohol drinking, as there were more speakeasies than saloons in many cities, due to the vast profit margins involved with selling moonshine. This is one stable reason to conclude the failure of Prohibition, but the factor of crime and gangs- which were supposed to be prevented through Prohibition- contributed to the failure of Prohibition, due to large scale violence within the St. Valentines massacre. The most common image of Prohibition is the era of the powerful gangsters who made their fortunes from the selling of illegal liquor, within local speakeasies of their city. Sources suggest that organised crime gangs made fortunes of about $2 billion out of the trade and sale of alcohol. The gangsters were present all over the USA, but the city of Chicago was closely associated with the presence of gangs. The gangsters on the whole came from poorer immigrant backgrounds, which are closely tied from the melting pot of American society. The concept of immigrants making a fortune off the country which gave them a better quality of life, against the law of the country; I believe is an ironic situation to have, as the guests of a country create fortunes against the political view. This was a large factor of the birth of the gangsters during the era, as they came mainly from Jewish, Polish, Irish and Italian backgrounds. The gangsters were full of cunning and ruthless ideas, which ended in the massacre of many gangs on St. Valentines Day. The gangs fought viciously with each other to control the liquor and Prostitution trade, within the speakeasies environments. The gangs made good use of new technology, with automobiles and the Thompson sub machine gun to concentrate the use of fear and violence on other opposing gangs. Dan OBanion, Pete and Vince Guizenberg, Lucky Luciano and Al Capone were some of the most ruthless gang leaders at the time of Prohibition. In Chicago alone, there were 130 gang member murders within 1926 and 1927 and not one arrest was made. This was the effect of the fear of the gangs, which proved successful in preventing law enforcement against their trade. Gangster leader Al Capone is one of the famous gangsters in relation to the prohibition law, as his tactics of violence and cunning intuition within society illustrated a strong profile in the public eye. Capone was a regular at sport games, with cheered applause of fans as Capone donated generously to local charities, with the case of $30,000 on a soup kitchen for the unemployed. The violent side of Capones leadership was illustrated with the beating of a betrayed member to his loyalty, which included the beating of a baseball bat, causing immense damage to his un-loyal members. The un-predictable behaviour of the gang member proved successful in his own right, with the control of the mayor (William Hale Thompson) under the generous pledges of charity. Prohibition led to a massive widespread corruption within the services of Law enforcement during this period, as fear of gangster violence and briberies persuaded the law enforcement officers to turn a blind eye to the law of Prohibition, which was one of the main reasons for the failure of the noble experiment. Large breweries were bribing many local government officials for their businesses to stay in production. Briberies included money and in some cases alcohol, which was creating a large corrupt police force within larger cities of the USA. The conviction of guilty bootleggers was seen to die out, as many judges accepted the bribe of payment from suspected criminals. A national cartoon from the Prohibition era named- The National Gesture, illustrated the large corruption involved in this time period, due to the illustrated hand behind the back picture incorporated into bribery. Many businesses thrived on the corruption of Law enforcement, but most importantly the law enforcers were making a profit out of the law they were supposed to be protecting, creating a mockery of Prohibition. In conclusion, I believe the most probable reason for the failure of the Prohibition era is the factor of the widespread corruption involved, as law enforcers were making a profit out of a law set by the national government. If the law is not being enforced by the enforcers, then the law is non valid, which was supposed to improve social benefits; but this proved incorrect, as large scale bribery increased the production of alcohol. The prohibition era caused national tax problems, which was successfully reversed in the re-introduction of legal drinking. This factor of tax could be a possible reason for ending the Prohibition on a political view, but I believe the corruption of law enforcement was the most important reason, as there is no law without law enforcement present.

Research Project Dissertation Example | Topics and Well Written Essays - 5000 words

Research Project - Dissertation Example It has been estimated that in the next four years, the mobile industry would be investing around $793 billion in the capital and about $2.7 trillion to the public funding. Various research states that the global base of subscribers would be approximately around 4.6 billion, and the number of mobile connections would reach to around 9.1 billion by the end of 2015, which is presently around 6.6 billion. The mobile industry is considered as a success story (The Economic Times, 2012; AlShebil, 2007). This is because of its power, which has also transformed the other industries such as healthcare, transaction, payments, education, etc (Sandle, 2013). According to GSM Association, Mobile penetration of around 10 percent escalates the GDP of a developed by around 0.6 percent and 0.81 percent of any developing country. Even in the low income countries, around 1-0 percent increase in mobile penetration increases 1.4 percent of GDP (The Economic Times, 2012). However, these are all assumptions , but according to Gartner (2013), the sales of mobile phone declined by 1.7 percent in the first quarter of 2012. The tables have shifted and the leadership in mobile phone industry has gone from Nokia to Apple and Samsung, which is controlling about 52 percent of Smartphone sales presently (Cyber Media Research, 2013). In 2012, it was recorded that the sales of mobile phones worldwide was around 1.75 billion units in the year 2012, which increased to 207.7 million units at the end of the same year. This indicated a hike of 38.3 percent in sales (Egham, 2013). Garter has also predicted that the demand for feature phone is likely to fall considerably in 2013. This is mainly because of the increasing demand for smart phones. Samsung has taken the lead in the smart phone industry followed by Apple. Companies like Huawei, Blackberry, ZTE, Nokia, LG, HTC, and Motorola has strong presence in the global mobile market too. However, with the strong support of Android software, Samsung is ca nnibalizing the market share of most of the market leaders (Egham, 2013; Czinkota, and Ronkainen, 2007). 1.2 Research Problem The mobile phone market is saturated with products, yet every day a new piece of innovation can be seen. The market leaders are cannibalizing each others’ market share. In this scenario, it becomes difficult to identify the swift changes in demand for a particular mobile brand. However, in this research study the changing demands and preference for Iphones and Blackberry

COMMUNICATION Essay Example | Topics and Well Written Essays - 750 words

COMMUNICATION - Essay Example In a group situation, I will listen mostly and will intervene only when someone is providing misinformation. When I know that the person with whom I am conversing is more knowledgeable, I prefer to listen and will not like to give suggestions, unless specifically asked to do so. Do I ?nd it necessary to use many descriptive terms when speaking, or do I prefer short, succinct sentences? I prefer to use short sentences. Being a listener by nature, in my style of conversation ears will be better engaged than the tongue. In my replies I prefer to be crisp, may not be witty, but I will answer to the point, nothing more, nothing less. Time is precious and I will not like to waste the time with whom I am conversing, nor like to allow him to waste my time. I will not sermonise on a topic on which I do know much about. I like to be brief. Do I prefer cause-and-effect situations as opposed to creative, ambiguous dilemmas? I do prefer cause and effect situations and I do not like dilemmas or co nfusion. While conversing, I have in the back of my mind invariably that I need to concentrate on the essence of the issue, and not talk in a roundabout way. When I say something and answer about a particular issue, it must be based on reasoned premises. I hate creating dilemmas and confusing situations. The purpose of a conversation (unless it is a formal and casual talk) is to find an acceptable solution, and as such there is no point in getting more and more confused. Do I prefer to be alone or be with others? I prefer to be alone. I do not like promoting myself, speaking up and networking. My philosophy of life is to ‘talk less, work more and walk more’. I am an introvert. I do believe that brazen confidence is not the exclusive property of the extroverts and introverts too are entitled for that. I entirely agree with the observation â€Å"introverts prefer less stimulating environments and tend to enjoy quiet concentration, listen more than they talk and think bef ore they speak†. (Jenna Goudreau, n. p.)Historical information provides strength to my position as some of the ideas for big innovations and great leadership come from introverts. Unless there is a cause or a common purpose, engaging in directionless and destination less conversation is waste of time, and as such I enjoy my solitude. Do I prefer to make decisions alone, or do I prefer to work things out with others? I do like to work things out alone, but I do also like to ask others for opinions, as I believe that a person should not make important decisions alone. The wise saying goes ‘Two heads are better than one’. Decisions taken by sharing knowledge are likely to fructify and give positive results. Each individual may have expertise in a particular area, and in the environment of a big hospital, one has to work in different situations. So, when a critical decision needs to be made, that has bearing on the life of the patient, I consider it my professional du ty to take a decision in consultation with my experienced colleagues. Sharing information and taking counsel from others has only advantages and no disadvantages. Summary of my communication style I have my nursing job; I have a family to take care; I have my friends circle; I am part of the society, a cultural and religious group. As such my communication

Bullying and School Essay Example for Free

Bullying and School Essay Bullying has become one of the most serious issues facing our schools today. We’ve all heard the sad tales of children, some as young as 11, committing suicide because they could no longer deal with the bullying they experienced in school. In July 2008, the U.S. Congress began work on legislation for H.R. 2262, the Safe School Improvement Act, which would require schools to collect data, establish disciplinary guidelines and develop a system for registering complaints to combat bullying in our schools. However, as school counselors we can’t wait for laws to be passed to take action. We need to make a difference now. I started my quest to stop bullying at Midway Elementary School in Midway, Utah, six years ago. I attended conferences, read books and studied various programs. I learned a lot about the statistics and issues but little about specifically what to do. So I began taking steps to develop a program that would help my school and others combat school bullying. In my search for knowledge I discovered a fascinating study by Dr. Kenneth Merrell from the University of Oregon on the effectiveness of school bullying intervention programs. The study results showed that bully intervention programs, especially those aimed specifically at bullies, were effective in raising the level of awareness among students and staff but did little to reduce bullying behaviors. Merrell, along with others, recommend a schoolwide comprehensive approach to bully prevention. According to the U.S. Department of Health and Human Services, programs cracking down on individual bullies rarely work, but when there is a sch oolwide commitment to end bullying, it can be reduced by up to 50 percent. Program Framework As my program evolved over the years I identified four hallmarks of a successful schoolwide bully prevention program. Lead to systemic change: Successful programs bring about systemic change. The factors contributing to bullying in any school environment are complex and nebulous. The only way to have an impact on these critical factors is to cast a wide net. There must be change at all levels in the school environment and in the community. You are literally changing the culture of the entire school. You need to utilize all existing programs and resources such as comprehensive school counseling programs, positive behavior interventions and supports, character education, the parent-teacher organization, schoolwide discipline programs, grade-level teams or professional learning communities and more. Garner commitment from all: Schoolwide bully prevention programs require commitment from all stakeholders. Although your school may have a small team to oversee the bully prevention program, collaboration among administrators, school counselors, teachers, students, parents, secretaries, custodians, lunch workers, librarians, bus drivers, etc. is essential for success. Teach comprehensive strategies and skills: Effective programs are comprehensive. Teaching students about specific issues related to bullying is only one aspect of an effective schoolwide program. There are many supporting concepts and social skills you also need to address, such as conflict resolution, tattling vs. reporting, respect, accepting differences, teasing, cliques, relational aggression, cooperation and more. Effective data analysis will help you identify many of these specific needs. Continue year after year: Many times schools will bring in a pre-packaged bully prevention program, have a big anti-bullying campaign, raise a lot of awareness and then call it good. Effective bully prevention programs are not a one-shot deal. Effective prevention programs are nonstop. They require intervention, data to assess the program’s effectiveness and components, and ongoing specific targeted interventions for bullies, their victims and the bystander population. Key Components Eight key components, best implemented sequentially, have led to the success of Midway Elementary’s bully prevention program. Administrative support: An extremely important aspect of starting a bully prevention program is soliciting the support of your school administrators. Without strong and effective leadership, systemic change is difficult. As leaders in the school, administrators should become experts on bullying issues. They should form a bully prevention team and identify a go-getter staff member to lead this team. The administrators need to develop an anti-bullying code of conduct and communicate it to all stakeholders, especially students. Most importantly, administrators should establish the tone and expectations for students and staff and outline clear and consistent consequences for students who violate the anti-bullying code of conduct. Consequences should be based on a level system for first and subsequent offenses. It is important to follow district guidelines when establishing the level system. School administrators should utilize a behavior referral system to provide valuable data. The behavior referral system should include specific information that will help provide meaningful data to identify areas of concern and needs. Administrators should involve parents of both victims and bullies, especially for repeat offenders, to discuss concerns, outline consequences and form a strategic plan to stop the bullying behaviors. Schoolwide positive behavior interventions and supports program: If your school doesn’t have a PBIS program, I would highly recommend implementing one. Use the PBIS program to establish clear schoolwide rules. The rules should be specific to location, taught to all students and posted throughout the school. Introduce desired behaviors, clearly teach them and then model them. Once you’ve taught the behaviors, reinforce student compliance using a variety of incentive programs. Use data to measure the effectiveness of your program and to identify ongoing areas of concern. Data: I use two types of data, behavioral referral data and surveys given to students, parents and staff. Data can provide baseline information, measure the effectiveness of your program, discover areas of concern and identify chronic bullies and their victims. Online surveys will help gather subjective data to assess stakeholders’ level of concern, to measure student awareness and knowledge, to solicit input from staff members and to assess parent perspectives and concerns. Office behavior referral data provide objective data for analysis. Behavior referral forms or systems should include information directly related to bullying. By regularly reviewing these data, you can identify types of bullying, locations, repeat offenders and victims. Upon identifying specific problems, bully prevention team members should develop a plan of action to deal with the issues. Staff training: All staff members should receive training to include definitions of bullying, types of bullying, effects of bullying on victims, school code of conduct and expectations, legal liability based on state law and, most importantly, how to intervene when they witness bullying incidents or a student reports it to them. Make sure your staff training includes teachers, administrators, specialists, secretaries, lunch staff, custodians, aides and bus drivers. Student awareness and education: Give all students a basic introductory lesson including definitions for bullying, types of bullying with examples, school code of conduct and expectations, what to do when they are bullied or how to help others as bystanders. Students need to learn about the importance of speaking up and supporting each other with the skills they learn. Establish a common language for discussing bullying issues, and post it in every classroom and in key locations throughout the school. Critical social skills training: Once you’ve taught them the basics, students need additional information and skills to increase their level of awareness and to deal with bullying issues. At Midway Elementary, we’ve spent time on topics such as tattling vs. reporting, conflict resolution, teasing, relational aggression/cliques, cooperation, caring, respect and any other topics that come out of the stakeholder surveys or behavior referral data. Develop classroom guidance lessons to specifically address these needs, and teach students the skills and knowledge necessary to reduce the problem. Targeted interventions for bullies and victims: Data analysis will help you identify chronic bullies and their victims. These students most likely will need highly targeted interventions and supports. When it comes to intervention for bullies there is no silver bullet. The factors contributing to the reasons why children bully others are complex and often almost impossible to identify. Research also suggests that interventions such as out-of-school suspension, peer mediation and group counseling for bullies aren’t effective. Effective interventions include individual counseling/education on issues such as developing empathy; perspective taking; social skills training; anger management; conflict resolution; and identification of psychological disorders such as ADHD, depression and anxiety. Teaching bullies pro-social leadership roles and opportunities for self-competence and success may also be useful. Behavioral strategies such as behavior contracts, check-in/check-out programs, parent meetings, etc. may also be required to facilitate change. It is also important to provide intervention for repeat victims, especially chronic victims. Interventions may include providing an adult advocate, individual or group counseling, social skills training, peer support, structured recess, etc. You may need to refer some students to outside help for more therapeutic interventions to address self-esteem issues, depression and anxiety. Program generalization: Once you’ve taught pro-social behaviors in the classroom, you need to generalize these newly acquired behaviors to various conditions and situations. An effective PBIS program is a great way to teach, model and reinforce desired behaviors. Give appropriate incentives to students who demonstrate the desired behaviors along with verbal praise providing specific examples of why the student is being rewarded. Other program generalization ideas may include: * Posters placed in key locations throughout the school to remind students and staff about the bullying code of conduct and a schoolwide common language. * Buttons worn by both students and staff as a symbol of the school’s commitment to stop bullying. * Student â€Å"spotlight† programs to celebrate students who are positive role models. * Assemblies and student pledges to kick off the school year and to promote school commitment or unity. * Parent and community education via parent/teacher conferences, parent newsletters, school Web sites, community newspaper articles, PTA and community council meetings. School bullying and hazing issues are complex and multifaceted. They require a comprehensive approach to increase the probability of addressing many of the contributing factors. School counselors are in a unique position to promote a comprehensive approach because of their training and expertise in the social and emotional wellness of children and adolescents. School counselors who are trained in the ASCA National Model are familiar with the use of data to drive programs and the delivery of interventions. School counselors understand the importance of early intervention and prevention to promote positive outcomes in behavior and academics. Systemic change requires leadership and, as John Quincy Adams said, â€Å"If your actions inspire others to dream more, learn more, do more and become more, you are a leader.† Parents can play a central role to preventing bullying and stopping it when it happens. Here are a few things you can do. * Teach kids to solve problems without using violence and praise them when they do. * Give children positive feedback when they behave well to help their build self-esteem. Help give them the self-confidence to stand up for what they believe in. * Ask your children about their day and listen to them talk about school, social events, their classmates, and any problems they have. * Take bullying seriously. Many kids are embarrassed to say they have been bullied. You may only have one chance to step in and help. * If you see any bullying, stop it right away, even if your child is the one doing the bullying. * Encourage your child to help others who need it. * Dont bully your children or bully others in front of them. Many times kids who are bullied at home reactby bullying other kids. If your children see you hit, ridicule, or gossip about someone else, they are also more likely to do so themselves. * Support bully prevention programs in your childs school. If your school doesnt have one, consider starting one with other parents, teachers, and concerned adults. When Your Child Is Bullied Many kids are embarrassed to be bullied and may not tell their parents or another adult right away. If your child comes to you and asks for help with a bully, take it seriously. Many times, if kids arent taken seriously the first time they ask for help, they dont ask again. Even if your child doesnt turn to you for help, you can watch for these warning signs that he or she is being bullied. Kids who are bullied often experience * Withdrawal * A loss of friends * A drop in grades * A loss of interest in activities he or she previously enjoyed * Torn clothing * Bruises * A need for extra money or supplies If you think your child is being bullied or if your child has told you that he or she is being bullied, you can help. Parents are often the best resource to build a childs self-confidence and teach him or her how to best solve problems. Here are a few ways you can help * Talk to your childs teacher about it instead of confronting the bullys parents. If the teacher doesnt act to stop the bullying, talk to the principal. * Teach your child nonviolent ways to deal with bullies, like walking away, playing with friends, or talking it out. * Help your child act with self-confidence. With him or her, practice walking upright, looking people inthe eye, and speaking clearly. * Dont encourage your child to fight. This could lead to him or her getting hurt, getting in trouble, and beginning more serious problems with the bully. * Involve your child in activities outside of school. This way he or she can make friends in a different social circle. Some children seem to be bullied all the time, while others rarely get picked on. Why do some kids seem to attract all of the bullies? Kids who are bullied often * Are different from other kids, whether by size, race, sexually, or have different interests * Seem weak, either physically or emotionally * Are insecure * Want approval * Wont tell on their bullies When Your Child Is a Bully Its hard for any parent to believe that their child is a bully, but sometimes it happens. But just because your child bullies doesnt mean that he or she will bully forever. Parents are one of the best resources to help their child stop bullying and start interacting positively with their classmates. Your child may bully if, he or she * Lacks empathy and doesnt sympathize with others * Values aggression * Likes to be in charge * Is an arrogant winner and a sore loser * Often fights often with brothers and sisters * Is impulsive What you can do to stop your child from bullying * Take it seriously. Dont treat bullying as a passing phase. Even if youre not worried about long-lasting effects on your child, another child is being hurt. * Talk to your child to find out why he or she is bullying. Often, children bully when they feel sad, angry, lonely, or insecure and many times major changes at home or school may bring on these feelings. * Help build empathy for others and talk to your child about how it feels to be bullied. * Ask a teacher or a school counselor if your child is facing any problems at school, such as if your child is struggling with a particular subject or has difficulty making friends. Ask them for advice on how you and your child can work through the problem. * Ask yourself if someone at home is bullying your child. Often, kids who bully are bullied themselvesby a parent, family member, or another adult. http://www.ncpc.org/topics/bullying/what-parents-can-do How can parents help to prevent bullying at their childs school? * Talk with and listen to your kids every day. Research shows that approximately half the children who have been bullied never tell their parents about it. Children are often too ashamed of themselves to tell anyone; sometimes they feel that no one can help, not even their parents.1 * Spend time at school and recess. Research shows that 67% of bullying happens when adults are not present. Whether you can volunteer once a week or once a month, you can make a real difference just by showing up. * Be a good example of kindness and leadership. Your kids learn a lot about power relationships from watching you. Any time you speak to another person in a hurtful or abusive way, you’re teaching your child that bullying is ok. * Learn the signs. If you suspect that your child might be bullied, talk with your child’s teacher or find ways to observe his or her peer interactions to determine whether or not your suspicions might be correct. * Create healthy anti-bullying habits early. Help develop anti-bullying and anti-victimization habits early in your children, as early as kindergarten. Coach your children what not to do hitting, pushing, teasing, being mean to others. Equally if not more importantly, teach your children what to do kindness, empathy, fair play, and turn-taking are critical skills for good peer relations. * Help your child’s school address bullying effectively. Whether your children have been bullied or not, you should know what their school is doing to address bullying. Research shows that â€Å"zero-tolerance† policies aren’t effective. What works better are ongoing educational programs that help create a healthy social climate in the school. * Establish household rules about bullying. Your children need to hear from you explicitly that it’s not normal, okay, or tolerable for them to bully, to be bullied, or to stand by and watch other kids be bullied. If your child is bullying, you can help him or her find other ways to exert their personal power, status, and leadership at school. Work with your child, his or her teachers, and the principal to implement a kindness plan at school. * Teach your child how to be a good witness. Children can often effectively diffuse a bullying situation by yelling â€Å"Stop! You’re bullying!† Must bullies stop within 10 seconds when someone tells him or her to stop. * Spread the word that bullying should not be a normal part of childhood. Some adults hesitate to act when they observe or hear about bullying because they think of bullying as a typical phase of childhood that must be endured. It is important for everyone to understand that all forms of bullying physical, verbal, social (gossip, rumors, exclusion from the group), and cyberbullying are NOT a normal part of childhood. * Adults (teachers and parent volunteers) in the classroom should be aware of class social structures. Which children typically affiliate together? Which children are leaders and socially influential? Which children are socially marginalized? Purposefully pairing and grouping children so that children who bully and those who are victims can work together helps to prevent bullying outside the classroom.

The People and Landscape of the Welsh Hillcountry :: R.S. Thomas Poems Poetry Essays

The People and Landscape of the Welsh Hillcountry R.S. Thomas writes about the people and landscape of the Welsh â€Å"hillcountry.† By referring closely to at least two of his poems, show how he makes the Welsh countryside and its inhabitants vivid to the reader. RS Thomas was born in Cardiff in 1913. He was a Parish Priest in Wales for more than 20 years. During this time he taught himself the Welsh language in order to understand the remote hill farmers that are under his care. He writes almost exclusively about the people and landscape of the Welsh hill country. The poems that he writes are lacking in mental emotion but they never lack tender or compassion for the massively hardworking farmers he knows so well. The landscape that Thomas describes so well reflects the grimness of the men’s lives. The people’s lives are never sweetened nor romanticized and the poet has no illusions on its harshness. Yet he has a deep understanding for the hill country and its workers. This shows that R.S Thomas can relate to the Welsh hill country very well. The first poem that I am writing about is called â€Å"The Hill Farmer Speaks†. This poem talks about the life of a farmer who has been greatly affected by his work. The first verse of this poem talks about a man who has no love and no friends. This we learn is because of the land as it says, â€Å"I am the farmer stripped of love and thought and grace by the lands hardness.† This shows the hard work that the man has done over the years has taken from him his love, thought and grace it is also a metaphor making this vivid for the reader. But he wants us to know that he is still a human by saying, â€Å"Listen, listen, I am a man like you.† Alliteration is used here (listen, listen), to cause the affect that the man really is talking to you. The same affect is caused when he says, â€Å"But what I am saying.† It shows you that the mans surroundings are very empty and hostile by it saying, â€Å"Desolate areas rough with dew.† This is also a metaphor showing its vividness to the reader. The second verse of this poem tells us of the wind going over the hill pastures, hill pastures being a feature of any hill farm. After this he says, â€Å"Year after year,† making this process seem constant. In the next three lines there seems to be a link between the ewes and the farmer, where it says, â€Å"The ewes starve, milkless, for want of the new

Nursing Care Delivery Model

Nursing Care Delivery Patient Centered Care and Team Nursing Brittany Saum Pima Medical Institute Jim Follbaum, RN, MSN/Edu 17th of May 2012 Care Delivery Nursing is ongoing and lifelong, for the nurse and the patient. It is not limited to the time spent in the hospital, but follows the nurse and patient for life. It is the nurse that keeps the patient going and gets to know the patient and it is the nurse that delivers the care to the patient. The importance of the way the nurse delivers this care to the patient can make all the difference to the patients stay at the hospital and whether any teaching will be affective or just overlooked.This paper is a comparison between two commonly used most effective ways of care delivery: Patient-Centered Care and Team Nursing. Patient Centered Care Patient centered care is simply just as it sounds, care that places the patient first. In even simpler terms, patient-centered care is a model in which hospital providers partner with patients and th eir families to identify and satisfy the full range of patient needs and preferences, while simultaneously supporting the professional and personal aspirations of their staff (Frampton S. Guastello, Brady, Hale, Smith, & Stone, 2011). Patient centered care is the right care, the highest quality care and the most cost effective care for that one patient (Peraino, Robert A. MD, FACP, 2008). Advantages of Patient Centered Care There are many advantages to patient centered care. The main benefit is continuity of care. Patient centered care also increases nursing autonomy. In turn, it assists with relationships between the patient and nurse as well as the other health care providers involved in the patients care.Patients and families are able to develop a trusting relationship with the nurse who in turn makes it easier for the patient to recover and be happier during their stay in the hospital. Patient centered care seems to be more effective when teaching the patient as well. It allows the patient and family to be involved in their health care. This makes them more willing and compliant to continue on their regimens and get better sooner. Disadvantages of Patient Centered Care One disadvantage of patient centered care is cost.The RNs spend time to do what an unassisted licensed personnel employee can do therefore increasing the costs. One other disadvantage is that nurse to patient ratios have to be low in order to ensure there is enough time to meet the patient’s needs. This also affects the costs on the hospital. They require more RNs daily therefore increasing patient’s costs as well as the hospitals. Team Nursing Team nursing care became more popular during the 1950’s. This was a way to ease the shortage of nurses and to address problems with nursing as it was. Team nursing assigns staff into different teams.A team within this model usually consists of an RN (registered nurse), a LPN (licensed practical nurse), and a UAP (unlicensed assist ive personnel), (Zewekh & Claborn, 2009). The team leader supervises and coordinates all the care provided by those on the team. The team leader is in charge of making assignments for team based on client’s needs and acuity, taking in consideration the assigned nurses strengths and weaknesses. Because the team leader is responsible for delegating specific duties to staff, communication among team members is a crucial part of this type of nursing.The assignments are disscussed at beginning of shift and a meeting at end of shift is held to summerized care given during the shift and questions and comments about the shift can be made at this point. Advantages of Team Nursing â€Å"Team nursing evolved as a way to address the problems with a functional approach,† (Zerwekh & Claborn, 2009). Team nursing is focused on making assignments based on client’s needs and the member’s. The team leader plans assignments based on acuity of clients needs by taking advantag e of nurses strengths.This allows for the client to have better care. One other advantage ot this type of nursing is that the client workload is shared among the team members. This makes the work easier on all of the staff. The workload is shared allowing everyone to work smarter, not harder. It reduces room for error. Disadvantages of Team Nursing The main disadvantage or team nursing is that the leader is untimately responsible for everyone on the team. They must continually evaluate and communicate with all members of the team to ensure that everything is running smoothly.Some team members may not care for this thinking that they are being â€Å"babysat† and non accountable. One of the basis of team nursing is to have group meetings and discussions at the beginning of shift and end of shift. This can be very time consuming which can cause problems due to financial restrictions in use of overtime. Conclusion In conclusion, all nursing model types work for different situatio ns. They just need to be tailored to each individual situation. Patient Centered Nursing and Team Nursing both have everyone’s best interest in mind, the patient and the nurse.If it works for the situation then use the model deemed necessary to make everyone happy. There are advantages and disadvantages to both, and both are needed in every healthcare setting. The decision of which model the facility will use may vary, but the goal will always be the same, excellent nursing care. Related essay: â€Å"Ati RN Community Health Online Practice 2016 B†ReferencesFrampton, S. B. , & Guastello, S. (2010). Putting Patients First: Patient-Centered Care: More than the Sum of its Parts. American Journal of Nursing , 49-53. Frampton, S. , Guastello, S. , Brady, C. , Hale, M. Smith, S. B. , & Stone, S. (2011). Patient-Centered Care Improvement Guide. Retrieved May 15, 2012, from Patient-Centered Care. Org: http://www. patient-centeredcare. org/inside/abouttheguide. html Gannett Healthcare Group. (2012, May). Group: Team-based care works best against hypertension. Retrieved May 15, 2012, from Nurse. com: http://news. nurse. com/article/20120515/NATIONAL02/105280003 Nursing Theories. (2012, January). Models of Nursing Care Delivery. Retrieved May 15, 2012, from Current Nursing: http://currentnursing. om/nursing_theory/models_of_nursing_care_delivery. html Peraino, Robert A. MD, FACP (2008). Patient Centered Care. Retrieved May 16, 2012, from Patient Centered Care. net : http://patientcenteredcare. net/ Weinstock, M. (2010, March). Team – Based Care. Retrieved May 16, 2012, from Hospitals & Health Networks: http://www. hhnmag. com/hhnmag_app/jsp/articledisplay. jsp? dcrpath=HHNMAG/Article/data/03MAR2010/1003HHN_FEA_gatefold&domain=HHNMAG Zwewekh & Claborn (2009). Nursing Today, Transitions and Trends 6th edition. St. Louis, MO. Saunders Elsevier.